OBE Course Syllabus, Curriculum Devt, MAED, TLE

DON HONORIO VENTURA STATE UNIVERSITY GRADUATE SCHOOL
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified DHVSU Main Campus, Villa de Bacolor, Pampanga
URL: http://dhvsu.edu.ph
E-Mail Address: dhvsu_graduateschool@yahoo.com
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Revision No.
Semester
(Master of Arts in Education Major in Technology in Livelihood Education) Academic
Year
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable national and global
competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally competitive
professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
• Professionalism
• Excellence
• Good Governance
• Gender Sensitivity and Responsiveness
• Disaster Resiliency
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Course Information
Course Code Course Title Curriculum Development

This course deals with the study of the basic principles and theories of leadership and management as applied in a school setting. Particular attention will be
given to the analysis of developments and trends in the educational system and their implications for educational leadership and management.
Course Description Further, the course covers the nature and components of leadership, principles of leadership, types of leadership traits, abilities and skills, behavioral
approaches to leadership styles, power and influence, contingency approaches to leadership styles power and influence, contingency approaches to leadership
and the different group dynamics essential to effective leadership in the field of education.
Course Credits / Units 3 units No. of Hours/week 3.5 hrs
Pre-requisite/s Co-requisite/s
Course Classification Curriculum Basis
No. of Times Revised 1 Date of Revision September 2,2022
Course Structure
This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure. Students
will participate through varied online strategies and media.
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Program Outcomes
Specific to the major (Educational Management)
PO-001 Disciplinal Knowledge: Integrate appropriate learning styles, instructional approaches and teaching-learning processes in curriculum development.
PO-002 Professional Accountability and Responsibility

1. Demonstrate firm work/professional ethics
2. Cultivate solidarity by working and dealing with/relating to others harmoniously
3. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession
4. Pursue lifelong learning for personal and professional development
PO-003 Communication
1. Communicate effectively with fellow teachers other professionals, and stakeholders
2. Use oral, written, and technology formats deftly.
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Differentiated Learning Modalities/Strategies
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students that will be
reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Program Specialization Outcome 1 – Disciplinal Knowledge
Identified Most Essential Learning
Apply scientific and evidence-based practices to the educational and learning processes
Outcome/s (MELOs)
If F2F is not feasible, use: • Asynchronous Learning • Synchronous Learning (e.g.
• Place-based learning • Distance/Blended Learning Webinar applications, Zoom,
• Project-based learning (PBL) • Digital and Non-Digital Platforms Google Meet, Webix, etc.)
Teaching and Learning Delivery Mode
• Modular approach (printed task • Print Media
sheets, learning notes, etc.)
•
Any of the following Any of the following: Any of the following:
• Reflective Journal • Active Online Class Discussion
• Integrative Paper • Portfolio Assessment • Reflection/Reaction Paper
Assessment
• Written Correspondence • Reporting (online and ec-copy)
• Video Presentation of Individual • Integrative Paper
Works
(Adopted from Vergara, 2020)
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Course Learning Outcomes and Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
CLO-001 Integrate appropriate learning styles, instructional approaches and teaching-learning processes in curriculum development. PO-001
Design a model curriculum demonstrating considerations for a selected age group and setting including appropriate community PO-002
CLO-002
linkages/stakeholders.
CLO-003 Construct instruments for monitoring curriculum implementation and assessment PO-003
Course Design Matrix
INSTRUCTIONAL
ASSESSMENT
INTENDED DELIVERY DESIGN GENDER TIME
OF LEARNING VALUES
LEARNING COURSE CONTENT/ SUBJECT MATTER REFERENCE/S Distance SENSITIVENESS TABLE
OUTCOMES INTEGRATION
OUTCOMES (ILO) Face-to-Face Education/ (GAD)
(ALO)
Learning
Formulate ways to Vision, Mission, Core Values and Outcomes Course Syllabus Discussion of Teacher Extent of During the Inclusivity and Week 1
contribute to the ✓ The University Vision, Mission and Core the Syllabus provides an participation discussion and Equality
attainment of the Values; asynchronous other aspects of the
University V-M-CV ✓ The College of Education Mission and Teacher- orientation to instruction, the Respect
and Program Goals; facilitated students (via following will be
Outcomes ✓ The MAED-EM Program Outcomes discussion of Google Sites/ observed:
the course Google • use non- sexist
Recognize the course Contents of the Syllabus content. Classroom). words
objectives, outcomes, • show respect
requirements, and Class Rules Students will regardless of
class policies cite their gender
ways to Students will • reduce barriers
Clarify the contribute be tasked to in developing a
assessment tasks and their share in reflect on the personal and
grading criteria the orientation and academic
attainment of cite success created
the clarifications by sexism
on the course
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INSTRUCTIONAL
ASSESSMENT
OF LEARNING VALUES
(ALO)
Learning
University’s requirements • recognize
aspirations. via Google gender issues
Classroom l arising from
their different
social position
and gender
roles.
1. To provide 1. Orientation
an overview • Setting of house rules Teacher Academic Week 2-3
of the entire • Course requirements managed RUBRICS MAY Integrity and
subject and • Grading system The teacher BE Honesty
determine • Getting to know one another leads a CONSIDERED
the • Overview of the subject lecture- FOR THE ALO
expectations • Leveling of expectations discussion on
of the overview of
students II. The Nature of Leadership ICT, etiquette
in the use of
• Definition of Leadership
2. Discuss the ICT, safety
• Leadership vs Management
nature of and internet,
• Concepts of Leadership
leadership and teaching
and • Types of Leadership Traits and strategies
differentiate Abilities and Skills using ICT.
between • How to Attain Success in Educational
leadership Leadership Student
and managed
management Students
research on
Identify the III. Styles of Leadership the topic
different • Authoritarian overview of
levels of • Democratic/Consultative/Participative ICT, etiquette
management • Laizze’s Fair in the use of
ICT, or safety
3. Distinguish in using
the internet, and
difference teaching
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INSTRUCTIONAL
ASSESSMENT
OF LEARNING VALUES
(ALO)
Learning
between the IV. Developing Leadership Skills strategies
3 styles of using ICT. Week 4
leadership • Leadership Training Skills
• Designing Effective Leadership They
Training Programs participate in
4. Determine • Special Techniques for Leadership the quiz bee
how to Development on the nature
develop • Facilitating Conditions for Leadership and
leadership Development background
skills • Guidelines for Self-Development of of ICT.
Leadership Skills
• Ways to support Leadership Training They stage
of Subordinates role play on
the proper
V. Behavioral Approaches for etiquette
Leadership Style when using
ICT.
• Leader use of consideration and
Structure
5. Identify • Blake and Mouton’s Managerial Grid
behavioral • Employee-Centered Leadership and
approaches Total Quality Management (TQM)
to leadership
6. Determine VI. Situational Approaches to Leadership

the various Week 5-6
situational • Fiedler’s Contingency Model
approaches • Hersey and Blanchard’s Situational
to leadership Leadership Model
• Leadership Participation Model
• Path-Goal Mode of Leadership
• Leader-Member Exchange Theory
Page 7 of 13
INSTRUCTIONAL
ASSESSMENT
OF LEARNING VALUES
(ALO)
Learning
• Vroom’s Decision Making Model
7. Explain the VII. Emerging Approaches to Leadership
emerging Week 7-9
approaches • Substitute and Enhancers for Leadership
to leadership • Self-Leadership and Super Leadership
• Coaching
• Servant and Self-Serving Leadership
8. Determine VIII. Leadership Power and Influence

how power
and • Conceptions of Power and Authority
influence
• Power Types and Sources
can be
• How power is acquired or lost
acquired
• How much power is acquired or lost
IX. Leadership Functions in Meetings
9. Explain the Week 10-13
leadership • Task and Group Maintenance Functions
functions in • Who should perform the leadership
meetings Functions
• Guidelines for Leadership Meeting
10. Identify the X. Recent Approaches to
recent • Attribution Theory of Leadership Week 14-15
approaches • Charismatic Leadership Theory
to leadership • Attribution Theory of Charismatic
Leadership
• Self-Concept Theory of Charismatic
Leadership
• Consequences of Charismatic
Leadership
• Transactional and Transformational
Leadership
• Guidelines for Transformational
Leadership
Page 8 of 13
INSTRUCTIONAL
ASSESSMENT
OF LEARNING VALUES
(ALO)
Learning
• Transformational vs. Charismatic
Leadership
• Coaching
• Visionary Leadership
11. Describe XI. Multi-Cultural Leadership

multi-
cultural
leadership
Week 17-18
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials:
1. Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
2. Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.
3. Corpuz, B.B., & Lucido, P.I. (2015). Educational technology 2. Metro Manila, Quezon City: Lorimar.
4. Bilbao, Dayagbil and Corpuz (2015), Curriculum Development for Teachers, Lorimar Publishing Inc
Page 9 of 13
Criteria for Grading

Class Standing Percentage
Projects 40%
Participation (Online Discussion Forums) 30%
Major Examinations 20%
Hands-on Assignments 10%
TOTAL 100%
Course Policies
✓ Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson assignments
and quizzes on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
✓ In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed
contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use credible
sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
Prepared and Submitted by:
Faculty : GLORIA B. GIGANTE, Ed.D.

Email Address : gbgigante@dhvsu.edu.ph
Contact Number : 09420125586
Consultation Hours : Saturday, 3:00-4:00 p.m
Reviewed and Noted by:
VICKY P. VITAL, Ed.D.
Page 10 of 13
Program Chairperson
Approved:
DOLORES T. QUIAMBAO, Ed.D.

Dean, Graduate School
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DON HONORIO VENTURA STATE UNIVERSITY GRADUATE SCHOOL

Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Institutional Vision, Mission, and Core Values

Course Code Course Title Curriculum Development

Course Credits / Units 3 units No. of Hours/week 3.5 hrs

Course Classification Curriculum Basis

No. of Times Revised 1 Date of Revision September 2,2022

Specific to the major (Educational Management)

PO-002 Professional Accountability and Responsibility

Differentiated Learning Modalities/Strategies

Course Learning Outcomes and Program Outcomes (POs)

Course Learning Outcomes

Course Design Matrix

6. Determine VI. Situational Approaches to Leadership

8. Determine VIII. Leadership Power and Influence

11. Describe XI. Multi-Cultural Leadership

Criteria for Grading

Prepared and Submitted by:

Faculty : GLORIA B. GIGANTE, Ed.D.

Reviewed and Noted by:

VICKY P. VITAL, Ed.D.

DOLORES T. QUIAMBAO, Ed.D.

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